Job Security

A few weeks ago, my principal made an announcement that radically changed what I knew about educational policy in Tennessee.  She informed us that once every three years the state of Tennessee publishes a report listing the 25% of lowest-performing schools.  Apparently this year they released the list a year early and chaos ensued.  Many of the lowest-performing schools were in Memphis and had been taken over this past year to be reformed.  That meant that several schools in Metro were now in the lowest 5%.  These schools--schools where I had done practicums like Inglewood--were to be closed and all of the principals and teachers fired.  The teachers could reapply to the charter schools that would take their place, but it was very unlikely for them to be hired there because the charter schools wanted young teachers who did not require a great deal of monetary compensation.  Additionally, if any of the teachers from the failing school had a 1 or 2 on a section of their evaluation, they would be forbidden from working in Metro ever again.

When my principal told this news to my school, many of the teachers were terrified. Their students were primarily ELL and since the test was based solely on achievement, they would soon be in the lowest 5%.  And many good teachers had received 1s and 2s in their evaluations because of their students' low achievement.  Since then, the fourth grade teachers have been in TCAP-prep mode, but have also still been worried about how to best teach their students.  The principal often speaks candidly about how the future teachers she hires will have to work harder at Tusculum than at any other school because this threat is looming over their heads.

I have wanted to work at Tusculum since I got there because I love the students, the community of teachers, and the diversity of the school.  However, my boyfriend does not want me to apply there because of its lack of job security.  People I talk to, however, keep telling me that the risk might be small because of the national shift towards more growth-based assessments.  That makes me wonder if I should risk it and apply anyway?  I love working hard to help students who are overcoming enormous obstacles.  That was always where I felt called to be.  And yet, as I go in tomorrow to interview for Metro schools, I keep asking myself where to apply.  Should I listen to my boyfriend and go somewhere "safe" and "easier" for my first year of teaching?  Or should I go somewhere where I will work a great deal, albeit passionately?  What have your experiences been thus far in thinking about where you will end up?

Squeezing in a Valentine's Day Party

         On Friday, my class celebrated Valentine's Day. Each student brought in Valentines for each student in the class and also were responsible for bringing in candy, ice cream, cookies, juice or chips. While planning for this celebration, the first grade and Principal of Hickman struggled to find a time to have the party. The first grade schedule this year is completely chaotic and broken up into awkward time slots between related arts, lunch and RTI time. Because of this, it is hard to fit in a party with enough time and also everything that needs to get done in that day. RTI time is a huge chunk of the day and also takes place at the end of the day. Initially, the Principal suggested the celebrated take place either before RTI or at the end of the day at 230. The first grade teachers were furious. First of all, having a party with the abundance of sweets and snacks before any other instructional time would be a mistake. Second of all, 230 is the most chaotic part of the day where students come back from RTI and pack up for dismissal. There is no way that we would have enough time in 30 minutes to have a party and pack up to leave.
        The first grade teachers suggested that for one day we either not have RTI or shorten it for 15-30 minutes so that these students would have enough time to celebrate the holiday. They complained that the school was taking away their childhood and making them rush a celebration into 20 minutes that 6 year old students should be able to enjoy. I completely understand the importance of RTI time and know that it is mandated. However, I do feel that loosing 30 minutes of it, one time, would not hurt the students in any way. I really feel that we are putting way too much stress on 6 year olds at such a young age when they should have at least some time to enjoy themselves. I remember in elementary school having many different holiday parties and my teachers somehow incorporating instruction into them in some fun way. Honestly, I didn't turn out that bad..so they wouldn't either.

Common Formative Assessments?

Does any one else spend a good deal of their team meeting planning time thinking and talking about CFAs?  These are a new thing for Metro this year, it seems, and I know the last two schools I've been at really haven't seemed to figure it out yet.  We all know what a formative assessment is supposed to be, but it seems like in order to be a good formative assessment, it needs to be over what we're teaching.  For them to be common, then we all need to be teaching the same thing.  I'm not sure about y'all, but I know that my team isn't teaching the same thing, at the same time, or in the same way.  Yet, we are still giving the same assessments.  This doesn't really make any sense to me.  I see the point of attempting to give the CFAs and trying to get a feel for what students know across classrooms, but if you're not teaching the same thing then the formative assessment really seems pointless.

How have y'all seen this done in your schools? Has it been effective?

Additionally, my principal wants consistent scores of 85% or higher on all the CFAs across our students.  This seems anti-intuitive to me because if this is truly a formative assessment then shouldn't it be okay for our students to have any kind of score?  Formative assessments show us what our students still need to learn.  If all of our students have an 85% or higher, then it seems like we wouldn't need to continue teaching the material.  What do y'all think about having this type of grade requirement for our formative assessments?  What type of formatives have you been using/seeing in your classrooms?

Appropriate Testing For Elementary Students

Last week, I got the opportunity to observe a test in my fourth grade classroom. I don't recall have unit test-type of assessments when I was in elementary school. It was interesting to see how my teacher decides what questions to use and how much support to give students during the testing. Both her and I were walking around during the test answering questions from students. It took me a little while in the first block to get a sense of how much she'll give then during the tests, but it definitely made it more clear to me how and why she gives tests in a fourth grade classroom.

Most of her questions come from old TCAP tests that she had me organize by topic. We use the universe questions to determine what to ask on this test. There was one topic we covered that was not a standard, but was included on the test. This was the question that gave the students the most trouble. She explained to me that since it was not a standard, we should prompt students if they are struggling or incorrect on the question. I would ask for more detail, I would remind students to look over their work, and I would ask them to explain their thinking to me if their writing wasn't clear. 

It was also interesting to see how answering questions became a form of differentiation for students. Some students we would give more direct feedback like, "right now you would loose two points for spelling. Why don't you look over this and see if you can figure out where the error is so you don't lose the points?" Some students I would say something more like, "would you like to reread and check for spelling words before I collect this?" I followed the model she created as she walked around and I was able to catch on to what feedback different students needed. I really wasn't sure what to expect going into the test, but it seemed like a fair assessment and the students did well overall. 

What grade do you all think it is appropriate to begin formal summative assessments like unit tests? Do your classrooms use tests, or other assessments? How can we know how much is appropriate for a given class?

Teaching Journal

 Throughout our time here at Vanderbilt, we have been placed in around six or seven different schools. This means we have had the opportunity to meet around 200 different children. The other day, I was thinking about these two things. I thought about how many times I laughed at something funny a child has said, really reflected on particular experiences, or felt truly touched by a child overcoming a struggling or encountering adversity. As I sat in my room reminiscing about how many opportunities Vanderbilt has given me to experience the realities behind being a teacher, I realized I wanted to keep a journal of all the daily events that make me laugh, worry, shake my head, smile, or frustrated.  Just last Friday alone, two students used the funniest phrased to explain their thoughts or themselves. One little girl looked perplexed and I asked her what she was thinking about and she responded, "nothing in my noggin'." I thought it was one of the funniest things I have heard in a while. In the same day, I was talking to my teacher about another students progress and how she has been staying on track more and more each day. One little boy in the classroom turned to the teacher and told her that it was rude that she was talking about another student. My teacher began to justify what she was saying by explaining how she was complementing the other girl when she stopped and told the little boy that she didn't have to justify herself to him. She then told him that he was pretty nosy today. The little boy stopped and thought for a second and responds, "Yeah... my mom thinks I'm nosy too. She says I'm an ear assassin." I cried. I then called one of my friends the same thing this weekend when he was listening to my conversation with another friend. 

I think that it is so important to begin writing all these things that happen that evoke emotion or thought. One day, we might want to share them with our students or even possibly a student teacher we might work with. I started this journal and I really think ya'll should consider starting one too! At the end of the week, I am going to write down anything that stood out to me during the week. Hey, one day it might make for the beginning of a great book about the realities of being a teacher! 

Technology: The Wave of the Future

I was always aware that our schools are transitioning towards using more technology in the classroom. Teachers all throughout Metro are incorporating iPads and laptops into the classroom and daily instruction. Even kindergarten teachers are putting technology in the hands of their students! Being at Lockeland has really opened my eyes to technology and how it is the wave of the future. Teachers are using it for assessments, classroom management, and everything in between. After sitting in on an iPad PLC meeting, I was finally realizing exactly what a blessing technology can be in the classroom. I was also able to see that many of the problems we think technology might cause in the classroom can be completely avoided. 

However, it wasn't until I was fortunate enough to have the experience of sitting in on an IEP meeting for one my students that I realized exactly how much technology can benefit individual students. I never really thought of technology as a means of differentiation. This student, who we will call Luke, struggles with writing. When I say he struggles, I mean his fine motor skills are lacking. The occupational therapists who are part of his team explained that his tactile perception is way off and because of this, he is unable to control his pencil and use the appropriate pressure while writing. This being said, Luke's work is usually very messy and illegible. He rarely completes work on time and anybody who would read his work is likely to think that he does not know the content. This could not be further from the case. Luke is an extremely bright and intelligent student. Because he is unable to write, he is not able to get all of his thoughts and ideas out on paper. However, to overcome this barrier, the occupational therapists, the student's mother, the principal, special education teacher, and his general education teachers had worked together to push for this student to be able to have his own laptop or iPad in the classroom. By providing him with a laptop or iPad, he will be able to type all of his school work so he is able to get all of his ideas out on paper. They are even considering let him use certain apps and programs that allow him to speak into the iPad and it transcribes what he is saying. I have always been one for technology in the classroom. I always knew it could benefit our students and classroom environments, but it wasn't until I was able to see a look of relief on this little boy's mother's face that I realized exactly what a huge difference it could make. Luke might be able to get all of his thoughts, ideas, and questions out on paper without struggling or feeling like he is incapable. 

Favorite resources?

Hi! So, we all know there are a million and one resources out there for teachers. We've talked about some in seminar, as well as other classes, and I know I've learned about a few at my student teaching placement. While it's obviously a great thing that there are so many resources available to us, I honestly get overwhelmed by all the options and sometimes give up quickly when I'm looking for ideas because of it. Also, I feel like a lot of great resources cost money (ex: Teachers Pay Teachers, Super Teacher), which is less than ideal :|

So I'm wondering, what are some of y'all's absolute favorite resources that you've found particularly useful for teaching a particular thing or that you use over and over again? (preferably...free ones...) It would be great to see a solid list of resources that other student teachers have approved!